How do we create that understanding and empathy in a child? Human rights education is about education for change, both personal and social. To accomplish this change, the activities of Compasito are based on a learning cycle with four phases.
Although all these phases may not always be obvious or occur in this order, they are implicitly present in every Compasito activity. There is some experience (a planned event / stimulus / activity such as a role-play) followed by a debriefing (phase 2) and evaluation (phase 3). Each activity description includes suggestions for questions to guide the debriefing and discussion to help people reflect on what happened, how they felt about the experience and how the experience compares with what they already know and relates to in the wider world. Finally, people move on to phase 4, that of applying, of putting their learning into practice.
This methodology of experiential learning permits children to develop and change knowledge, skills, attitudes and values in a safe environment that is both challenging and fun. Because it validates the child’s experience and encourages children to take responsibility for their own learning, experiential learning enhances participation, self-reliance and self-confidence. Each phase of this cycle honours children’s lived experience while challenging them to articulate, observe, reflect, question and draw conclusions.
Experiencing
Phase 1 is about creating or providing a common experience for the group of participants, drawing on their interaction, life realities and opinions. This is usually reflected in the instructions for each activity. The experience of this phase allows the group of learners to have a common reference point for analysis and discussion, and to address human rights issues in the environment and in their lives.
Reflecting
Phase 2 encourages children to articulate their feelings and reactions. For example, in the ‘Debriefing and evaluation’ section of each Compasito activity, children respond to questions such as “How did you feel during this experience?” or “What happened during this game?”. Such open-ended questions invite a wide range of personal opinions about what they experienced in a non-judgmental context. Reflecting also moves children beyond the experience of the activity to its conceptual implications. For example, the discussion that follows an activity such as 'World Summer Camp', leads children to consider that the game can be seen as a metaphor for xenophobia. In the activity ‘Cookie Monster’, for example, children experience the value of working co-operatively, but the subsequent discussion asks them to articulate this discovery. Asking questions such as “Have you experienced something like this in your life?” or “Why does this happen?” helps children make these connections.
The importance of the debriefing stage cannot be overstated. Without adequate time to discuss children’s responses and explicitly make a link to human rights, an activity is at best just a game, a period of fun that can be quickly forgotten. At worst, it can reinforce negative attitudes and stereotypes, mislead or confuse children, or even arouse and not deal with painful emotions. If you do not have
time for a thorough debriefing, do not run an activity.
Generalising
Phase 3 connects the experience of the activity to the “real world” in general and especially to the way human rights are experienced in everyday life. For example, after a simulation activity such as ‘Blind- folded’ or ‘Silent Speaker’, children discuss how physical disabilities can limit a child’s enjoyment of human rights. Phases 3 and 4 are especially effective in eliciting independent thinking and creating opportunities for children to learn from each other. Learning is highly individualised, not every child will derive the same learning from participating in the same activity and discussion, and these different responses need to be respected.
Applying
In Phase 4, children explore what they themselves can do to address human rights issues. Taking action is not only a logical outcome of the learning process, but also a significant means of reinforcing new knowledge, skills and attitudes which form the basis for the next round of the cycle. It is also a key element in developing active citizenship in a democracy: individuals can make a difference, even as children. For example, the activity ‘A Constitution for Our Group’ leads the group to develop its own list of rights and responsibilities, to refer to them to resolve conflicts and to revise them democratically as needed. Although the activities in Compasito are intended to engage children and be fun, they are also purposeful, offering children a chance to apply what they have learned to their social environments.
Most activities have a section of ‘Ideas for action’. Such action might be individual and find expression only in the child’s private life, such as a new attitude towards siblings. Action might also be collective and result in developing new classroom rules or ways of handling playground conflicts. The Internet also offers new and simple ways for children to ‘take action’ on global human rights issues. For example, check the websites of human rights and environmental non-governmental organisations for action ideas.
Facilitators play a crucial role in stimulating children to think through their experiences and especially to relate their concerns to human rights. For example, children may decide independently that their school should be more welcoming to newcomers, but they may need the facilitator to connect their action to the human rights principle of non-discrimination.
Whatever its level and type, however, the action that children take should be voluntary and self-directed. The facilitator can encourage and assist children in finding an appropriate action to achieve their goals. However, the motivation to take action must come from children themselves, otherwise children are not learning to become active citizens but rather to follow the directions of an authority figure. Even in a small group there may be great differences in children’s readiness and willingness to take action. Not everyone who wants to do something will want to take the same action. The facilitator needs to help children find a range of options for action that meet the diversity of their abilities and interests. Facilitators have a responsibility to make sure that any actions proposed remain within what the law allows, and respect norms and regulations applying to the safety of the children and respect their rights. Facilitators must also see when the consent of the parents or guardians of the children is required and to connect with the school or community authorities concerned.
